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Engaging resident education trough simulation competitions ingrassia pl
- 1. Pier Luigi Ingrassia, MD, PhD Engaging Resident Education trough Simulation Competitions
- 2. Pier Luigi Ingrassia, MD, PhD @ pierluigi.ingrassia@med.uniupo.it PLIngrassia w http://simnova.unipmn.it Professional Experiences Director of Simulation Centre SIMNOVA and Vice-director of Research Centre in Emergency and Disaster Medicine CRIMEDIM, Università del Piemonte Orientale Technical Officer in Emergency Medical Services and Hospital System of WHO, Regional Office for Europe Faculty member of II Level Master European Master in Disaster Medicine and visiting professor at Vriet Universiteit Brussel, Belgium Education Consultant in Anaesthesia and Intensive Care at Maggiore della Carità Hospital, Novara European Masters in Disaster Medicine in 2002/2003 PhD programme in Clinical and Experiemntal Medicine (Disaster Education) at Università del Piemonte Orientale
- 3. This presentation was give on the 9th EUROPEAN CONGRESS ON EMERGENCY MEDICINE, held in Turin on 10-14 October 2015
- 4. Education and competition are two universal ingredients of all human cultures! INTRODUCTION Is competition necessary in the learning process? http://www.debate.org/opinions/is-competition-necessary-in-the-learning-process
- 5. Marcus Verrius Flaccus, a Roman teacher famous in the late 1st century BC, is credited to have introduced the principle of competition among his students as a pedagogical aid. He awarded attractive books as prizes. The Italian scholar Battista Guarino (1434--1513) writes in his account of proper educational techniques, De ordine docendi et studendi, that teachers should refrain from physically punishing pupils, and that students are stimulated best by competition, which can be intensified by pairing them off. INTRODUCTION
- 6. While modern Olympic Games (1896) preparations were in progress, Eötvös University in Budapest, Hungary, organized the first national mathematics contest ever in 1894! INTRODUCTION
- 7. TEACHING«GENERATIONY»Works in groups with hand-on experiences Enjoy trials and errors Does not highly value reading and listening to lectures Want learning to be creative, interactive, and fun Enjoy thinking outside the box Eckleberry-Hunt J & Tucciarone J. The Challenges and Opportunities of Teaching Generation Y. J Grad Med Educ. 2011 Dec;3(4):458-61.
- 8. Gamification is the process by which users are encouraged and enticed to perform tasks by incorporating elements of game design
- 10. LITERATURE SUPPORT Weng et al.: Effectiveness of national evidence-based medicine competition in Taiwan. BMC Medical Education 2013; 13:66 Morritz T, Seehafer RW, Maatz-Majestic E: A student competition to develop an innovative alcohol education strategy. J Am Coll Health 1993, 41 (6):283-286. Htwe TT, Sabaridah I, Rajyaguru KM, Mazidah AM: Pathology crossword competition: an active and easy way of learning pathology in undergraduate medical education. Singapore Med J 2012, 53 (2):121–123
- 19. Upon completion of each simulated clinical encounter, judges assess and discuss participants’ clinical actions and team dynamics. The audiences vote on a winner via an audience response system.
- 21. Staged at:
- 24. WHY? The theory of social constructivism emphasizes that individuals create their own knowledge based on how they relate new information to what they have previously experienced, and additionally recognizes the value of social interactions in the learning process, meaning that people clarify personal conceptions as they interact with the understandings of others.
- 25. SimWars theoretically combines collaboration with peers
- 26. Observational learning is the learning that takes place through watching others
- 27. Participants’ aim is to demonstrate and gain clinical knowledge teamwork Communication patient management skills Clapper TC. Beyond Knowles: what those conducting simulation need to know about adult learning theory? Clinical Simulation in Nursing. 2010;6:e7-e14
- 28. Recent research supports the potential benefits to improved knowledge retention while in stressful situation Fraser K, et al. Learning during simulation training is prone to retroactive interference. Med Educ 2012;46:299–305 Demaria S, et al. Adding emotional stressors to training in simulated cardiopulmonary arrest enhances participant performance. Med Educ 2010;44:1006–15.
- 30. All the interviewees agreed that Sim-Wars was helpful for the following reasons
- 31. Results: (1) SimWars can be a meaningful instructional (2) Debriefings and a well-structured rubric are essential; (3) Competition motivates participants to do their best, but can have a negative impact on them; (4) Residents expect to use the clinical skills, patient management and teamwork skills practiced in SimWars; and (5) Residents need more training on teamwork
- 33. OBJECTIVES make Italian residents aware about features and beneficials simulation Experiment different type of simulations/simulators face ordinary and extra-ordinary situation in critical and emergency care Try an assessment methodology
- 35. SIM Circuit
- 37. High Fidelity Medium Fidelity Virtual Reality Task Trainer Standardized Patient Task Trainer Task Trainer Low Fidelity Task Trainer High Fidelity High Fidelity High Fidelity TEAM TRAINING INDIVIDUAL TRAINING
- 38. Adult Hospital Emergency Advanced Cardiac Life Support Mass Casualty Incident Lumbar Puncture FAST Ultrasound Basic Surgical Skill Central IVs Quality CPR Emergency Bronchoscopy Adult Pre- Hospital Emergency Obstetric Emergency Pediatric Neonatal Emergency TEAM TRAINING INDIVIDUAL TRAINING
- 39. For each Sim Station
- 41. TEAM TRAINING
- 42. TEAM A TEAM B TEAM C TEAM D TEAM E TEAM F TEAM 1 TEAM 2 TEAM 3 TEAM 4 TEAM X TEAM Y WINNER Semifinals FinalSim Circuit
- 45. WINNER
- 46. Debriefing time constraints can limit opportunities to provide sufficient feedback for participants, especially at an individual level.
- 51. SPECIAL THANK Dr LUCA CARENZO
- 52. Via Ferrucci 33 / Via Lanino 1 – 28100 Novara, Italia Tel/fax: +390321660620 Web: http://crimedim.med.unipmn.it E-mail: pierluigi.ingrassia@med.unipmn.it